Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5: A Study in Osceola Schools. August 23, 2011
|
|
- Kelly McCoy
- 6 years ago
- Views:
Transcription
1 Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5: A Study in Osceola Schools August 23, 2011 Research Conducted by Empirical Education Inc.
2
3 Executive Summary Background. Treasures, a basal reading program for students in grades K 6, was developed to address reading comprehension among students in the middle elementary grades. Treasures is based on extensive research in vocabulary (Bear & Helman, 2004), comprehension (Dole, 2002; Paris, 2003), fluency (Hasbrouck, 1999), and phonics (Ehri et al., 2001) and combines explicit instruction and ample practice [to] ensure students growth in reading proficiency (McGraw-Hill, 2009). The Treasures reading program integrates grammar, writing, and spelling for a total language arts approach (McGraw-Hill, 2009). This evaluation study sought to understand the impact of Treasures on reading achievement for students in grades 3-5 in one Florida school district. The results inform future implementation and development of the Treasures reading program. Study Design. This study uses an interrupted time series design to study the effect of Treasures on student achievement in reading. The impact of Treasures was evaluated using student reading scores from the Florida Comprehensive Assessment Test (FCAT). In addition, moderator analyses were performed to explore whether there were subgroup differences in the effectiveness of Treasures. Five moderator variables were considered: grade level, gender, ethnicity, disability, and English learner status. Source Data and Sample Selection. The primary data for this study were provided by the Osceola school district and consist of demographic information, FCAT test scores, and information on student transfers during the year (between schools within the districts and from other districts). The dataset covered five consecutive school years from to , including two years prior to introduction of the intervention and three years after the introduction. To improve its quality, the sample was reduced by 13%. This reduction in sample size, however, still allowed for sufficient power to detect small program effects. The sample students in grades 3-5 including 10,192 students total in the Treasures group and 8,911 total in the control group. Results. The study results show that Treasures has a positive impact on reading achievement in grades 3-5, and this result has a strong statistical significance. Moreover the study revealed that Treasures has a positive impact on subgroups of students for which we had data available: each grade level; boys and girls; students with and without disabilities; and English learners and native speakers. Treasures shows a much stronger positive impact on students with disabilities and English learners than the rest of the student population. Treasures also shows a stronger positive impact on girls than on boys. Conclusion. This study demonstrates that adoption of the Treasures reading program benefits students in middle elementary grades. Subgroups that are deemed underperforming, namely students with disabilities and English learners, appear to especially benefit, suggesting that Treasures could reduce the achievement gap between these relatively underperforming groups and the rest of the student population. Treasures also shows a stronger positive impact on girls than on boys, actually increasing the gender achievement gap. Treasures Effectiveness Report i
4 ii Treasures Effectiveness Report
5 Table of Contents OBJECTIVE... 1 BACKGROUND... 1 STUDY DESIGN AND METHODS... 1 DATA SOURCES AND COLLECTION METHODS... 2 SOURCES AND COLLECTION METHODS... 2 ANALYTICAL SAMPLE SIZE AND CHARACTERISTICS... 3 Table 1. Size of the Analytical Sample... 3 Table 2. Characteristics of the Analytical Sample... 4 RESULTS... 4 AVERAGE AND GRADE-LEVEL PROGRAM EFFECTS... 4 Table 3. Estimated Effect of Treasures: by Average and by Grade... 4 Figure 1. Average Impact of Treasures on FCAT Reading Assessment... 5 Figure 2. Impact of Treasures on FCAT Reading Assessment by Grade Level... 6 MODERATOR ANALYSIS... 7 Table 4. Estimated Effect of Treasures: Moderated by Student Gender, Disability and English Learner Status... 7 Figure 3. Estimated Effect Moderated by Disability Status... 8 Figure 4. Estimated Effect Moderated by Gender... 8 Figure 5. Estimated Effect Moderated by English Learner Status... 9 CONCLUSION... 9 REFERENCES Treasures Effectiveness Report iii
6
7 Objective The primary goal of this quasi-experimental study is to determine the effectiveness of the Treasures reading program for students in grades 3 5 in Florida s School District of Osceola County. This study seeks to answer two research questions: Do students achieve higher reading scores after the introduction of the Treasures reading program in their schools starting in school year? Are there discernible differences in the size of the impact of Treasures on the scores of students belonging to various demographic subgroups (grade level, gender, ethnicity, disability, and English learner status)? Background Cognitive demands on student knowledge increase in middle elementary grades as students become primarily engaged in reading to learn, rather than learning to read (Chall, 1983). This is compounded by the possibility that children may lack general vocabulary, as well as vocabulary related to academic concepts that enable them to comprehend what they are reading and to acquire content knowledge (Hart & Risley, 1995). Moreover, due to the Department of Education s emphasis on high-stakes testing and accountability in mathematics, language arts, and science, the importance of reading comprehension and proficiency has never been greater for students, teachers, and school administrators. Because high-stakes, standardized tests are inherently reading tests, students who struggle with reading comprehension and proficiency will most likely struggle with these tests. Treasures, a basal reading program for students in grades K 6, was developed to address reading comprehension among students in the middle elementary grades. Treasures is based on extensive research in vocabulary (Bear & Helman, 2004), comprehension (Dole, 2002; Paris, 2003), fluency (Hasbrouck, 1999), and phonics (Shanahan, 2001) and combines explicit instruction and ample practice [to] ensure students growth in reading proficiency (McGraw-Hill, 2009). The Treasures reading program materials consist of leveled readers, student anthologies, and listening libraries, among other products for the classroom. In addition, the program includes resources such as computer literacy lessons, spelling activities, and research and inquiry activities, which are accessible online. Each week s Treasures lesson integrates grammar, writing, and spelling for a total language arts approach (McGraw-Hill, 2009). This research follows two earlier studies of Treasures. The first study was conducted in by McGraw-Hill in association with Westat. This interrupted time series study took place in a single school, with students in grades K 3. Researchers found that students who used the Treasures reading program made significant gains in reading skills across the K 3 grade range (McGraw-Hill & Westat, 2007). The second larger scale study, Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5, was conducted by Empirical Education Inc. (McGraw-Hill, 2010). Researchers used MAP Reading test scores from NWEA s national database, matching student records based on geographic location, student demographics, and community characteristics (NWEA, 2009). The study found that Treasures had a positive impact (effect size: 0.082, p value:.031) on student literacy scores. Additionally, there was a significant difference in the effect of Treasures across grades, with the strongest effect in grade 5. Study Design and Methods This study uses a quasi-experimental approach which is suitable when the program has already been implemented so that the data pertaining to its impact is already available for analysis while randomized assignment is impossible. Treasures was introduced simultaneously in all elementary schools in the Osceola school district starting in Therefore, this study uses an interrupted time series Treasures Effectiveness Report 1
8 design, where the effectiveness of the Treasures reading program is estimated by comparing student achievement in the cohorts after the introduction of the Treasures reading program to student cohorts in the two years prior to that. The study uses individual student records and relies on the FCAT test administered by the state of Florida as the outcome measure. In order to adjust for differences between the successive cohorts of students and for student, teacher, and school-level effects, the estimation of the program effect was performed in the framework of a hierarchical linear model. 1 In addition to the estimation of the average treatment effect, moderator analyses were performed to explore whether there were subgroup differences in the effectiveness of Treasures. Five moderator variables were considered: grade level, gender, ethnicity, disability, and English learner status. In the presentation of the results, we used the following technique to demonstrate the gains from the introduction of Treasures. When showing the achievement or treatment group, we used actual average achievement in years following the program adoption. For the lack of a true comparison group, we constructed a counterfactual by calculating the predicted (from the estimated model) average scores that would be achieved by the actual students had Treasures not been adopted. In the case of moderator analyses, this counterfactual outcome was calculated separately for each appropriate subgroup of student population. Data Sources and Collection Methods Sources and Collection Methods The student-level data for this study were provided by the Osceola school district and consist of demographic information, FCAT test scores, and information on student transfers during the year (between schools within the districts and from other districts). Additionally, we inferred information on transfers between years from comparing school information in successive records for each student. Both types of transfers exhibit significant negative impact on student achievement. The following student characteristics were provided by Osceola. Date of birth Gender Ethnicity (African American, Hispanic, White/non-Hispanic, Asian, Native American, or mixed) English proficiency (English language learner status) Disability status Enrollment in the National School Lunch Program (proxy for socio-economic status) The lunch program enrollment data proved to be unreliable (the data for two years showed almost uniform program enrollment against the backdrop of wide variability in the other three years) and was 1 The outcome variable (FCAT developmental score) was modeled at the student level as a function of demographic variables, average class characteristics, information on student transfers, and a binary treatment indicator set to one for the and later school years and set to zero for all prior years. Unobserved differences among the units of analysis were modeled using an appropriate random effect structure comprising two-level teacher-within-school effects and individual student effects. The latter was particularly instrumental in increasing the precision of estimates in this study by accounting for unobserved differences between students through the use of multiple observations (two or three successive test scores for most students). Estimation was performed using an implementation of linear mixed models in R-language package lme4 (Bates, 2010). 2 Treasures Effectiveness Report
9 not included in the analysis. All remaining variables were included at the student level and used to calculate class averages needed to control for possible peer effects. In addition, we used data on state average FCAT scores over the years of the study (Florida Department of Education, 2010) and determined that statewide averages exhibited a significant upward drift. Average scores in the district exhibited a similar drift. We therefore calculated a score deflator using the state averages and applied it to the recalculation of individual scores in the dataset. The dataset covered five consecutive school years from to , including two years prior to the introduction of the intervention and three years after. Analytical Sample Size and Characteristics The data records were analyzed for completeness and consistency. Several minor problems were detected in the dataset including missing test scores for some of the variables used in the analysis. In addition, we excluded data for students who either repeated a grade or skipped a grade which created an ambiguity in the association of a student with a cohort. These problems resulted in reduction in the overall sample size by 13 percent. The remaining number of records allowed for sufficient power to detect small program effect. 2 The size of the analytical sample broken down by grade level is presented in Table 1. Table 1. Size of the Analytical Sample Number of students Comparison Treasures Grade 3 2,916 3,458 Grade 4 2,928 3,372 Grade 5 3,067 3,362 Total 8,911 10,192 Table 2 presents average characteristics of the students in the sample compared to the state averages in It appears that the district has a sufficiently diverse student population to allow for subgroup (moderator) analyses, although it is not representative of the Florida student population in general. The average program effect estimated in this study is therefore relevant for student populations with greater than average percentages of minority students, English learners, and students with disabilities. 2 Post factum power analysis showed that fewer than 1000 student observations would have been sufficient to detect the lowest effect size estimated in this study. Treasures Effectiveness Report 3
10 Table 2. Characteristics of the Analytical Sample Study Data Grade 3 Grade 4 Grade 5 State Average Study Data State Average Study Data State Average White (%) Black (%) Hispanic (%) Male (%) Students with disabilities (%) ELL (%) FCAT 2010 Developmental Scale Score (mean) Note. Study data is the average over the five years included in this study; state averages are for 2010 FCAT takers. Results Average and Grade-Level Program Effects Estimation results show that Treasures has a positive effect over all and on all subgroups of students for which moderator analysis was performed. All estimates have very low p values less than.001 indicating that we have very strong confidence in the results. The p value corresponds to the likelihood that a difference this large may have occurred when there is no actual difference. In this study, probability of this sort of error is practically zero. Table 3 presents estimates of the average effect and grade-level effects from the analysis with grade level as a moderator variable. The lowest program impact for the third graders is consistent with the finding of the earlier multi-state study of Treasures effectiveness (McGraw-Hill, 2010). Unlike that earlier study, the effect estimated in this study is statistically significant. Table 3. Estimated Effect of Treasures: by Average and by Grade Estimate Effect size p value Average <.001 Grade <.001 Grade <.001 Grade < Treasures Effectiveness Report
11 FCAT Developmental Scale Score The bar graph in Figure 1 demonstrates the effect of Treasures by comparing average actual student achievement to a counterfactual comparison group constructed as described earlier in the section Methods and Techniques. Bar graphs in Figure 2 present a similar comparison with a breakdown by grade level. Right (dark blue) bars in each of the two diagrams show the actual average FCAT developmental scores and the left (lighter) bars show predicted average FCAT scores had Treasures not been adopted. Brackets on top of the bars corresponding to the Treasures group represent the 80% confidence intervals for the program effect estimates, demonstrating the precision of the estimate. 80% Confidence Interval Comparison Treasures Figure 1. Average Impact of Treasures on FCAT Reading Assessment Treasures Effectiveness Report 5
12 FCAT Developmental Scale Score % Confidence Interval Comparison Treasures Comparison Treasures Comparison Treasures Grade 3 Grade 4 Grade 5 Figure 2. Impact of Treasures on FCAT Reading Assessment by Grade Level The effect size reported in Table 3 is calculated by dividing the impact estimate (leftmost column in the table) by the standard deviation of student scores. This is a conventional approach for producing estimates that are comparable across studies, but it may not be as informative in a time series study as it is in a comparison group study. An alternative metric that allows evaluating the practical significance of program impacts can be produced by using the vertical alignment of the FCAT developmental scores. Since the test is administered only once a year in the Spring, the difference between fourth-year and third-year test scores is a measure of achievement gain in grade four; the difference between the fifth- and fourth-year tests measures achievement in grade five. These average gains, 175 and 54 points respectively for the data in the study 3, can be related to the program impact estimates in Table and 18.3 respectively. Dividing the estimates by the average score gains produces estimates of the acceleration in learning due to adoption of Treasures 18% and 34% respectively. These numbers are very crude estimates because: a) they are based on deflated scores averaged over five years, b) they do not adjust for changes in the student population, and c) the test itself may not be perfectly aligned. They are, however, instrumental in showing that the Treasures impact in the fifth grade is unlikely to be lower and is possibly higher than the effect on fourth graders if we take into account the uneven pace of learning as expressed in FCAT developmental scores. A similar analysis cannot be performed for the third grade because of the lack of pretest; FCAT testing is not performed in the second grade. 3 These numbers can be calculated from the FCAT numbers in the last row of Table 2. 6 Treasures Effectiveness Report
13 Moderator Analysis Moderator analyses of student demographic characteristics yielded statistically significant results for gender, disability, and English learner status. Table 4 shows the estimated Treasures impact moderated by these student characteristics. Ethnicity did not appear to produce a significant moderator effect and therefore, is not reported here. Table 4. Estimated Effect of Treasures: Moderated by Student Gender, Disability and English Learner Status Disability Estimate Effect Size p value Students w/o disabilities <.001 Students with disabilities <.001 Gender <.001 Male <.001 Female <.001 English learner status Native and fluent English speakers <.001 English learners <.001 Results in Table 4 show that Treasures has a substantially larger impact on lower-achieving subgroups students with disabilities and English learners and therefore, contributes to reducing the achievement gap between these groups of students and the rest of the student population. This is the first time that this kind of result could be obtained because earlier studies had no access to the appropriate data. At the same time, Treasures exhibits a greater positive effect on female students, who generally tend to achieve higher reading scores than boys. (Buchmann, DiPrete, &,McDaniel, 2008; Entwisle et al., 2007; Machin & McNally, 2006; Willingham & Cole, 1997; Cornwell, Mustard, & Van Parys, 2011; Parekh, 2011). In this dataset, boys scored about 11 percentile points lower on FCAT reading in the two years preceding the adoption of Treasures. This study, therefore, does not provide evidence that Treasures offsets the well-documented recent trend of a growing gender gap in elementary grades reading achievement. Despite these differences, the results of moderator analyses show unequivocally that Treasures has a significant positive impact on every student subgroup, for which the data are available. The following bar graphs present subgroup achievement comparisons using the same approach as in the section above: right (dark blue) bars in each of the two diagrams show the actual average FCAT developmental scores and the left (lighter) bars show predicted average FCAT scores had Treasures not been adopted. Brackets on top of the bars, corresponding to the Treasures group, represent the 80% confidence intervals for the program effect estimates, demonstrating the precision of the estimate. Treasures Effectiveness Report 7
14 FCAT Developmental Scale Score FCAT Developmental Scale Score % Confidence Interval Comparison Treasures Students with Disabilities Comparison Treasures Students without Disabilities Figure 3. Estimated Effect Moderated by Disability Status 80% Confidence Interval Comparison Treasures Male Comparison Treasures Female Figure 4. Estimated Effect Moderated by Gender 8 Treasures Effectiveness Report
15 FCAT Developmental Scale Score % Confidence Interval Comparison Treasures ELL Comparison Treasures Not ELL Figure 5. Estimated Effect Moderated by English Learner Status Conclusion This study shows that Treasures has a positive impact on reading achievement in grades 3-5, and this result has a strong statistical significance. Moreover, the study finds that Treasures has a positive impact on subgroups of students for which we had data available: each grade level, boys and girls, students with and without disabilities, and English learners and native speakers. Treasures shows a much stronger positive impact on students with disabilities and English learners, suggesting that its adoption could reduce the achievement gap between these relatively underperforming groups and the rest of the student population. Treasures also shows a stronger positive impact on girls than on boys, actually increasing the gender achievement gap. We must be cautious in generalizing these results because they use data from only one district, which despite the diversity of its population, is not representative of the whole elementary school population statewide or nationwide. It does provide valuable insight into the effectiveness of Treasures among populations with high proportions of English learners. We also need to be cautious in interpreting the findings, because the way the program was implemented in the district simultaneously across all schools dictated the use of an interrupted times series without a comparison group. The results may therefore be confounded by changes in district-wide parameters not reflected in the data. A study with a greater geographical coverage would have the potential to produce more accurate estimates of the positive impact of Treasures on reading achievement in the upper elementary grades. Treasures Effectiveness Report 9
16 References Bear, D. R., & Helman, L. (2004). Word study for vocabulary development in the early stages of literacy learning: Ecological perspectives and learning English. In J. F. Baumann & E. J. Kame enui, (Eds.), Vocabulary instruction: Research to practice. New York: Guilford Press. Buchmann,C., DiPrete,T., & McDaniel, A. (2008). Gender inequalities in education. Annual Review Sociology, 34, Chall, J. (1983). Stages of Reading Development. Fort Worth, TX: Harcourt-Brace. Cornwell, C., Mustard, D., & Van Parys, J. (March, 2011). The gender gap in academic achievement among primary -school children: Test scores, teacher grades, and importance of non-cognitive skills. Paper presented at the annual conference of the Association for Education and Finance, Seattle, WA. Dole, J. A. (2002a.). Comprehension strategies. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia, Volume I (pp ). New York: ABC-CLIO. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel s meta-analysis. Reading Research Quarterly, 36, Entwisle, D.R., Alexander,K.L., & Olson, L.S. (2007). Early schooling: the handicap of being poor and male. Sociology of Education. 80(2), Florida Department of Education. (2010). Florida Comprehensive Assessment Test (FCAT): Sunshine State Standards, State Report of District Results Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brooks. Hasbrouck, J. E., Ihnot, C., & Rogers, G. H. (1999). Read naturally: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), Machin, S., & McNally, S. (2006). Gender and student achievement in English schools. London: Center for the Economics of Education. Retrieved from MacMillan McGraw-Hill (2009). Retrieved March 2009 from McGraw-Hill Companies. (2010, October). Effectiveness of McGraw-Hill s Teasures Reading Program in Grades 3 5. (Empirical Education Rep. No. Empirical_MGH-6027-FR1-Y1-O.2). Palo Alto, CA: Empirical Education Inc. McGraw-Hill, & Westat. (2007). Changes in Test Performance of Students Using the Treasures Program: A Look at an Inner City School. New York: Macmillan/McGraw-Hill Glencoe. Northwest Evaluation Association [NWEA]. (2009). Retrieved April 23, 2009 from Paris, A.H., & Paris, S.G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), Parekh, C. (2011, March). How Do Boys and Girls Do? New Evidence on the Gender Gap in New York City Public Schools. Paper presented at the annual conference of the Association for Education and Finance, Seattle, WA. Willingham, W. W., & Cole, S.E. (1997). Gender and Fair Assessment. Mahwah, NJ: Lawrence Erlbaum. 10 Treasures Effectiveness Report
Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5. October 21, Research Conducted by Empirical Education Inc.
Effectiveness of McGraw-Hill s Treasures Reading Program in Grades 3 5 October 21, 2010 Research Conducted by Empirical Education Inc. Executive Summary Background. Cognitive demands on student knowledge
More informationMiami-Dade County Public Schools
ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,
More informationPsychometric Research Brief Office of Shared Accountability
August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief
More informationA Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education
A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education Note: Additional information regarding AYP Results from 2003 through 2007 including a listing of each individual
More informationWisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP)
Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Main takeaways from the 2015 NAEP 4 th grade reading exam: Wisconsin scores have been statistically flat
More informationEducational Attainment
A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan
More informationThe Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance
The Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance James J. Kemple, Corinne M. Herlihy Executive Summary June 2004 In many
More informationKansas Adequate Yearly Progress (AYP) Revised Guidance
Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary
More informationTransportation Equity Analysis
2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15
More informationThe Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools
The Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools Megan Toby Boya Ma Andrew Jaciw Jessica Cabalo Empirical
More informationEvaluation of Teach For America:
EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:
More information2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS
3 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS Achievement and Accountability Office December 3 NAEP: The Gold Standard The National Assessment of Educational Progress (NAEP) is administered in reading
More informationEvaluation of a College Freshman Diversity Research Program
Evaluation of a College Freshman Diversity Research Program Sarah Garner University of Washington, Seattle, Washington 98195 Michael J. Tremmel University of Washington, Seattle, Washington 98195 Sarah
More informationNCEO Technical Report 27
Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationROA Technical Report. Jaap Dronkers ROA-TR-2014/1. Research Centre for Education and the Labour Market ROA
Research Centre for Education and the Labour Market ROA Parental background, early scholastic ability, the allocation into secondary tracks and language skills at the age of 15 years in a highly differentiated
More informationAn Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District
An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special
More informationReview of Student Assessment Data
Reading First in Massachusetts Review of Student Assessment Data Presented Online April 13, 2009 Jennifer R. Gordon, M.P.P. Research Manager Questions Addressed Today Have student assessment results in
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationPractices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois
Step Up to High School Chicago Public Schools Chicago, Illinois Summary of the Practice. Step Up to High School is a four-week transitional summer program for incoming ninth-graders in Chicago Public Schools.
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationShelters Elementary School
Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters
More information5 Programmatic. The second component area of the equity audit is programmatic. Equity
5 Programmatic Equity It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum
More informationIowa School District Profiles. Le Mars
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes
More informationA Pilot Study on Pearson s Interactive Science 2011 Program
Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August
More informationSTEM Academy Workshops Evaluation
OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities
More informationComing in. Coming in. Coming in
212-213 Report Card for Glenville High School SCHOOL DISTRICT District results under review by the Ohio Department of Education based upon 211 findings by the Auditor of State. Achievement This grade combines
More informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationBellehaven Elementary
Overall istrict: Albuquerque Public Schools Grade Range: KN-05 Code: 1229 School Grade Report Card 2013 Current Standing How did students perform in the most recent school year? are tested on how well
More informationThe Oregon Literacy Framework of September 2009 as it Applies to grades K-3
The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools
More informationREADY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE
READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE Michal Kurlaender University of California, Davis Policy Analysis for California Education March 16, 2012 This research
More informationCurriculum and Assessment Guide (CAG) Elementary California Treasures First Grade
Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures
More informationProficiency Illusion
KINGSBURY RESEARCH CENTER Proficiency Illusion Deborah Adkins, MS 1 Partnering to Help All Kids Learn NWEA.org 503.624.1951 121 NW Everett St., Portland, OR 97209 Executive Summary At the heart of the
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationCharter School Performance Comparable to Other Public Schools; Stronger Accountability Needed
April 2005 Report No. 05-21 Charter School Performance Comparable to Other Public Schools; Stronger Accountability Needed at a glance On average, charter school students are academically behind when they
More informationOrleans Central Supervisory Union
Orleans Central Supervisory Union Vermont Superintendent: Ron Paquette Primary contact: Ron Paquette* 1,142 students, prek-12, rural District Description Orleans Central Supervisory Union (OCSU) is the
More informationExecutive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY
Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationTreasures Triumphs Practice Grade 4
Triumphs Practice Grade 4 Free PDF ebook Download: Triumphs Practice Grade 4 Download or Read Online ebook treasures triumphs practice grade 4 in PDF Format From The Best User Guide Database WCCUSD. 3rd
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationFurther, Robert W. Lissitz, University of Maryland Huynh Huynh, University of South Carolina ADEQUATE YEARLY PROGRESS
A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to Practical Assessment, Research & Evaluation. Permission is granted to distribute
More informationStatistical Peers for Benchmarking 2010 Supplement Grade 11 Including Charter Schools NMSBA Performance 2010
Statistical Peers for Benchmarking 2010 Supplement Grade 11 Including Charter Schools NMSBA Performance 2010 September 2010 River Dunavin 1 ALBUQUERQUE PUBLIC SCHOOLS BOARD OF EDUCATION PAULA MAES Vice
More informationSAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High
ABOUT THE SAT 2001-2002 SAT Results December, 2002 Authors: Chuck Dulaney and Roger Regan WCPSS SAT Scores Reach Historic High The Scholastic Assessment Test (SAT), more formally known as the SAT I: Reasoning
More informationISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn
qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz
More informationENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013
ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013 Presented by: Chane Eplin, Bureau Chief Student Achievement through Language Acquisition Florida Department of Education May 16, 2013
More informationTo appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London
To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,
More informationThe Impacts of Regular Upward Bound on Postsecondary Outcomes 7-9 Years After Scheduled High School Graduation
Contract No.: EA97030001 MPR Reference No.: 6130-800 The Impacts of Regular Upward Bound on Postsecondary Outcomes 7-9 Years After Scheduled High School Graduation Final Report January 2009 Neil S. Seftor
More informationGeorge Mason University Graduate School of Education Program: Special Education
George Mason University Graduate School of Education Program: Special Education 1 EDSE 590: Research Methods in Special Education Instructor: Margo A. Mastropieri, Ph.D. Assistant: Judy Ericksen Section
More informationInstitution of Higher Education Demographic Survey
Institution of Higher Education Demographic Survey Data from all participating institutions are aggregated for the comparative studies by various types of institutional characteristics. For that purpose,
More informationExecutive Summary. Hialeah Gardens High School
Miami-Dade County Public Schools Dr. Louis Algaze, Principal 11700 Hialeah Gardens Blvd Hialeah Gardens, FL 33018 Document Generated On March 19, 2014 TABLE OF CONTENTS Introduction 1 Description of the
More informationStatus of Women of Color in Science, Engineering, and Medicine
Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.
More informationRedirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design
Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design Burton Levine Karol Krotki NISS/WSS Workshop on Inference from Nonprobability Samples September 25, 2017 RTI
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More informationDibels Math Early Release 2nd Grade Benchmarks
Dibels Math Early Release 2nd Grade Free PDF ebook Download: Dibels Math Early Release 2nd Grade Download or Read Online ebook dibels math early release 2nd grade benchmarks in PDF Format From The Best
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationJunior (61-90 semester hours or quarter hours) Two-year Colleges Number of Students Tested at Each Institution July 2008 through June 2013
Number of Students Tested at Each Institution July 2008 through June 2013 List of Institutions Number of School Name Students AIKEN TECHNICAL COLLEGE, SC 119 ARKANSAS NORTHEASTERN COLLEGE, AR 66 ASHLAND
More informationMcgraw Hill 2nd Grade Math
Mcgraw Hill 2nd Grade Math Free PDF ebook Download: Mcgraw Hill 2nd Grade Math Download or Read Online ebook mcgraw hill 2nd grade math in PDF Format From The Best User Guide Database purposes by Glencoe/,
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationTests For Geometry Houghton Mifflin Company
Tests For Geometry Company Free PDF ebook Download: Tests For Geometry Company Download or Read Online ebook tests for geometry houghton mifflin company in PDF Format From The Best User Guide Database
More informationLongitudinal Analysis of the Effectiveness of DCPS Teachers
F I N A L R E P O R T Longitudinal Analysis of the Effectiveness of DCPS Teachers July 8, 2014 Elias Walsh Dallas Dotter Submitted to: DC Education Consortium for Research and Evaluation School of Education
More informationPeer Influence on Academic Achievement: Mean, Variance, and Network Effects under School Choice
Megan Andrew Cheng Wang Peer Influence on Academic Achievement: Mean, Variance, and Network Effects under School Choice Background Many states and municipalities now allow parents to choose their children
More informationAnswer Key To Geometry Houghton Mifflin Company
Answer Key To Geometry Company Free PDF ebook Download: Answer Key To Geometry Company Download or Read Online ebook answer key to geometry houghton mifflin company in PDF Format From The Best User Guide
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationTIMSS ADVANCED 2015 USER GUIDE FOR THE INTERNATIONAL DATABASE. Pierre Foy
TIMSS ADVANCED 2015 USER GUIDE FOR THE INTERNATIONAL DATABASE Pierre Foy TIMSS Advanced 2015 orks User Guide for the International Database Pierre Foy Contributors: Victoria A.S. Centurino, Kerry E. Cotter,
More informationBiological Sciences, BS and BA
Student Learning Outcomes Assessment Summary Biological Sciences, BS and BA College of Natural Science and Mathematics AY 2012/2013 and 2013/2014 1. Assessment information collected Submitted by: Diane
More informationRwanda. Out of School Children of the Population Ages Percent Out of School 10% Number Out of School 217,000
Rwanda Out of School Children of the Population Ages 7-14 Number Out of School 217, Percent Out of School % Source: Demographic and Health Survey (DHS) 2 Comparison of Rates of Out of School Children Ages
More informationAbc Of Science 8th Grade
Abc Of 8th Grade Free PDF ebook Download: Abc Of 8th Grade Download or Read Online ebook abc of science 8th grade in PDF Format From The Best User Guide Database In addition, some courses such as 7th grade
More informationData Diskette & CD ROM
Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter
More informationAimsweb Fluency Norms Chart
Aimsweb Fluency Norms Chart Free PDF ebook Download: Aimsweb Fluency Norms Chart Download or Read Online ebook aimsweb fluency norms chart in PDF Format From The Best User Guide Database AIMSweb Norms.
More informationLinking the Ohio State Assessments to NWEA MAP Growth Tests *
Linking the Ohio State Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. August 2016 Introduction Northwest Evaluation Association (NWEA
More informationColorado s Unified Improvement Plan for Schools for Online UIP Report
Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?
More informationCriterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations
Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationTutor Trust Secondary
Education Endowment Foundation Tutor Trust Secondary Evaluation report and Executive summary July 2015 Independent evaluators: Emily Buchanan, Jo Morrison, Matthew Walker, Helen Aston, Rose Cook (National
More informationINSTRUCTIONAL MATERIALS SURVEY ELEMENTARY SCHOOL LEVEL RLA/ELD WORKSHEET
INSTRUCTIONAL MATERIALS SURVEY ELEMENTARY SCHOOL LEVEL RLA/ELD WORSHEET (C..) DISTRICT: DATE: SCHOOL: Complete for each grade level at the school site. SBE-adopted Basic Programs (Program ) for RLA/ELD
More informationLesson M4. page 1 of 2
Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including
More informationThe Effects of Statewide Private School Choice on College Enrollment and Graduation
E D U C A T I O N P O L I C Y P R O G R A M R E S E A RCH REPORT The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program
More informationWorld s Best Workforce Plan
2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section
More informationEXECUTIVE SUMMARY. TIMSS 1999 International Science Report
EXECUTIVE SUMMARY TIMSS 1999 International Science Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving 41 countries
More informationlearning collegiate assessment]
[ collegiate learning assessment] INSTITUTIONAL REPORT 2005 2006 Kalamazoo College council for aid to education 215 lexington avenue floor 21 new york new york 10016-6023 p 212.217.0700 f 212.661.9766
More informationOmak School District WAVA K-5 Learning Improvement Plan
Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and
More informationEffective Pre-school and Primary Education 3-11 Project (EPPE 3-11)
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) A longitudinal study funded by the DfES (2003 2008) Exploring pupils views of primary school in Year 5 Address for correspondence: EPPSE
More informationDegree Qualification Profiles Intellectual Skills
Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire
More informationSection V Reclassification of English Learners to Fluent English Proficient
Section V Reclassification of English Learners to Fluent English Proficient Understanding Reclassification of English Learners to Fluent English Proficient Decision Guide: Reclassifying a Student from
More informationAccess Center Assessment Report
Access Center Assessment Report The purpose of this report is to provide a description of the demographics as well as higher education access and success of Access Center students at CSU. College access
More informationEffective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students
Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;
More informationTier 2 Literacy: Matching Instruction & Intervention to Student Needs
Tier 2 Literacy: Matching Instruction & Intervention to Student Needs Stephanie Spadorcia, Ph.D. Lesley University Michael McSheehan University of New Hampshire Stephanie Spadorcia, Ph. D. Associate Professor
More informationCurriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs
Curriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs Jennifer C. Teeters, Michelle A. Cleary, Jennifer L. Doherty-Restrepo,
More informationSector Differences in Student Learning: Differences in Achievement Gains Across School Years and During the Summer
Catholic Education: A Journal of Inquiry and Practice Volume 7 Issue 2 Article 6 July 213 Sector Differences in Student Learning: Differences in Achievement Gains Across School Years and During the Summer
More informationThe Effect of Written Corrective Feedback on the Accuracy of English Article Usage in L2 Writing
Journal of Applied Linguistics and Language Research Volume 3, Issue 1, 2016, pp. 110-120 Available online at www.jallr.com ISSN: 2376-760X The Effect of Written Corrective Feedback on the Accuracy of
More informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationBasic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)
Basic Skills Initiative Project Proposal 2016-2017 Date Submitted: March 14, 2016 Check One: New Proposal: Continuing Project: X Budget Control Number: (if project is continuing) Control # 87-413 - EOPS
More informationIntroduction to Causal Inference. Problem Set 1. Required Problems
Introduction to Causal Inference Problem Set 1 Professor: Teppei Yamamoto Due Friday, July 15 (at beginning of class) Only the required problems are due on the above date. The optional problems will not
More informationRunning head: DEVELOPING MULTIPLICATION AUTOMATICTY 1. Examining the Impact of Frustration Levels on Multiplication Automaticity.
Running head: DEVELOPING MULTIPLICATION AUTOMATICTY 1 Examining the Impact of Frustration Levels on Multiplication Automaticity Jessica Hanna Eastern Illinois University DEVELOPING MULTIPLICATION AUTOMATICITY
More informationRegions Of Georgia For 2nd Grade
Regions Of Georgia For 2nd Grade Free PDF ebook Download: Regions Of Georgia For 2nd Grade Download or Read Online ebook regions of georgia for 2nd grade in PDF Format From The Best User Guide Database
More informationAccessing Higher Education in Developing Countries: panel data analysis from India, Peru and Vietnam
Accessing Higher Education in Developing Countries: panel data analysis from India, Peru and Vietnam Alan Sanchez (GRADE) y Abhijeet Singh (UCL) 12 de Agosto, 2017 Introduction Higher education in developing
More information